These slides have been prepared for students at the University of Notre Dame Australia taking CORE1000 Foundations of Wisdom

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Academic Integrity & Academic Writing
A C K N O W L E D G E M E N T O F C O U N T R Y
The University of Notre Dame Australia is proud to acknowledgethe traditional owners and custodians of this land upon which our University sits.
The University acknowledges that the Fremantle Campus is located on WadjukCountry, the Broome Campus on Yawuru Country and the Sydney
Campus on Cadigal Country.
Overview
1. What is academic integrity?
2.What are breaches of academic integrity?
3. How are breaches of academic integrity discovered?
4. What happens if a student has breached academic integrity?
5. How do you avoid plagiarizing the sources that you use?
6. How should you write an essay for CORE1000?
7. Where can you access support for academic writing & study skills?
1. What is academic
integrity?
ACADEMIC INTEGRITY is when students are honest and
open about the work they submit for assessment at
university.
For example, it means that they write their own essays
and reports and they use referencing to show the reader
where their ideas (and short quotations) come from.
Whenever you submit anything for assessment, you will sign a standard
declaration, including the phrase:
“This assignment is my own original work. No part of this work has been
copied from any other source or person except where due
acknowledgement is made, and no part of the work has been previously
submitted for assessment at this or any other institution.”
DECLARATION
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2. What are breaches of Academic
Integrity?
A BREACH of academic integrity is when students are
NOT honest and open about the work they submit for
assessment at university.
For example:
World Health Organisation. (n.d.). Social determinants
of health. https://www.who.int/health-topics/social-
determinants-of-health#tab=tab_1
ORIGINAL TEXT: Research shows that the social determinants
of health can be more important than health care or lifestyle
choices in influencing health. For example, numerous studies
suggest that SDH account for between 30-55% of health
outcomes. In addition, estimates show that the contribution of
sectors outside health to population health outcomes exceeds
the contribution from the health sector.
PLAGIARISED SUMMARY: Research studies have found that
up to 55% of health outcomes depend on social determinants of
health (SDH). This is greater than the effect of any kind of health
care or treatment.
This is a reasonable summary of the information from the WHO
website, but has no citation at the end.
PLAGIARISM OF IDEAS: They included ideas, facts or figures in their written
assessments without referencing.
PLAGIARISM OF WORDS: They copied chunks of text from websites,
books, articles, class handouts, or from essays written by other students.
World Health Organisation. (n.d.). Social determinants
of health. https://www.who.int/health-topics/social-
determinants-of-health#tab=tab_1
ORIGINAL TEXT: The social determinants of health (SDH) are the
non-medical factors that influence health outcomes. They are the
conditions in which people are born, grow, work, live, and age,
and the wider set of forces and systems shaping the conditions
of daily life. These forces and systems include economic policies
and systems, development agendas, social norms, social policies
and political systems.
PLAGIARISEDSUMMARY: Social determinants of health (SDH) are
defined as non-medical factors which influence health outcomes.
SDH are conditions in which individuals are born, grow up, work,
live, and grow old, as well as the wider set of forces and systems
which shape the conditions of daily life. Examples of forces and
systems include economic systems and policies, development
agendas, social norms and policies, and political systems (WHO,
n.d.).
The inclusion of a citation and a few changes of wording makes
no difference to the fact that this has been essentially copied.
AI PLAGIARISM: They used AI tools, such as ChatGPT, to automatically
generate parts of their essay.
AI-powered applications such as
ChatGPT can produce examples like
this of text on demand almost instantly.
The text it produces is mostly correct,
though the sources it summarises tend
to be old, and the references are
correctly formatted.
Inclusion of any AI-generated text, even if
you edit it yourself, is clearly a serious
breach of academic integrity – and is easily
detected by Turnitin.
3. How are breaches of Academic
Integrity discovered?
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Because UNDA staff are experts in academic writing, it is usually OBVIOUS if
a student has plagiarised.
In addition, UNDA students need to upload their written assessments to
TURNITIN, which automatically checks for similarity and for use of AI.
4. What happens if a student has
breached Academic Integrity?
LEVEL of
BREACH
EXAMPLE EXAMPLEOUTCOME
1
Unintentional plagiarism by
a 1st year student of part of
an essay
Interview & Written warning
Loss of marks
2
Intentional (or unexplained)
plagiarism of part of an essay
Interview & Written reprimand
Loss of a lot of marks (e.g. student revises, resubmits
and receives maximum of 50%)
3
Intentional (or unexplained)
plagiarism of most of an
essay
Interview & Written reprimand
Zero marks for the essay or fail grade for the course
4
Participation in a plagiarism
scheme with others
Interview & Written reprimand
Fail grade for the course
Suspension from the university
For full details, see “Procedure: Academic Integrity” at: https://www.notredame.edu.au/about/policies/list
5. How do you avoid plagiarizing
the sources that you use?
STEP 1: Find relevant sources from those recommended by your lecturers and
tutors and by using the ‘Advanced Search’ on the University Library home page.
Internet sources may only be used if they are from authoritative organisations.
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During the pandemic, some students had difficulties adjusting to online
learning (Gaffney at al., 2021)
STEP 2: Make brief notes in your own words on points you think might be useful for the
assessment (including citations in your notes and building up your reference list as you go
along).
The COVID-19 pandemic has had a range of negative and positive impacts on
nursing students around the world.
Positive effects on self-esteem(Michel et al., 2021)
Especially for nurses able to volunteer – e.g. in UK – but need for support because of soc
isol (Swift et al., 2020)
Difficulties adjusting to online learning (Gaffneyat al., 2021)
Frustration, uncertainty,fear related to missing clinical practice (Michel et al., 2021; Ramos-
Morcillo et al., 2020). More than one in ten NS considering withdrawal; especially bad for those
unable to volunteer, feeling a failure and worried about having to catchup (Swift et al., 2020)
STEP 3: Organise the notes you are going to use in each paragraph and write a
topic sentence that expresses the main point.
The COVID-19 pandemic has had a range of negative and positive impacts on nursing
students around the world. Like students in other disciplines, nursing students have had to
cope with the difficulties of adjusting to online learning (Gaffney et al., 2021). The transition
has been especially difficult for nurses, given the critical importance of clinical practice as part
of their programmes. For those whose placements have been cancelled or delayed, this has
caused high levels of stress (Ramos-Morcillo et al., 2020). One US study reported that more
than one in ten nursing students were considering withdrawal as a result (Michel et al., 2021).
However, the same study reported that for most student nurses, the pandemic has had a
positive effect on their self-esteem. A British study found that this positive effect was
particularly strong among nursing students who had the opportunity to volunteer for extended
placements. They felt proud of being able to contribute and to learn new skills. At the same
time, they needed support to cope with the added stresses of social isolation (Swift et al.,
2020).
STEP 4: Write four or five sentences summarising your notes in your own words. References
Gaffney, M. K., Chargualaf,K. A., & Ghosh, S. (2021).COVID-19disruption of nursing education and the effects on
students’academic and professional confidence. Nurse Educator,46(2),76–81.
https://doi.org/10.1097/NNE.0000000000000986
Michel, A., Ryan, N., Mattheus,D., Knopf, A., Abuelezam, N. M., Stamp, K., Branson, S., Hekel, B., Fontenot, H. B. (2021).
Undergraduate nursing students’perceptions on nursing education during the 2020 COVID-19pandemic: A national
sample. Nursing Outlook,69(5),903-912.https://doi.org/10.1016/j.outlook.2021.05.004.
Ramos-Morcillo, A. J. , Leal-Costa,C., Moral-Garcia, J. E., & Ruzafa-Martinez,M. (2020).Experiences of nursing students
during the abrupt change from face-to-faceto e-learning education during the first month of confinement due to
COVID-19in Spain. Int. J. Environ. Res. Public Health 2020, 17(15),5519; https://doi.org/10.3390/ijerph17155519
Swift, A., Banks,L., Baleswaran,A., Cooke, N., Little,C., McGrath,L., Meechan-Rogers, R., Neve, A., Rees, H., Tomlinson,
A., & Williams, G. (2020).COVID-19and student nurses: A view from England. Journal of Clinical Nursing, 29(17-18),
3111-3114. https://doi.org/10.1111/jocn.15298
6. How should you write an essay
for CORE1000?
Plan your time so you can complete
the four stages before the deadline.
MON TUES WEDS THURS FRI SAT SUN
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TODAY
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29 30 31 1 2 3 4
5 6 7 8 9 10 11
DUE DATE
REVISE YOUR
DRAFT
YOUR DRAFT
WRITE
NOTES
READ AND MAKE
ANALYSE &
PLAN
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ANALYSIS OF CORE1000 Assessment 3
SUGGESTED PARAGRAPH STRUCTURE
PART 1: SUMMARY OF EXAMPLE OF DECISION-MAKING FROM THE CHOSEN TEXT
1 PARAGRAPH (4 – 5 sentences)
PART 2: EXPLANATION OF WHY THE CHARACTER HAS MADE THE DECISION (with
reference to human freedom) and WHAT IT TELLS US ABOUT THEIR WORLD-VIEW
(with reference to philosophical & theological concepts)
3 PARAGRAPHS (4 – 5 sentences each)
PART 3: EXPLANATION OF YOUR PERSONAL MORAL & ETHICAL VALUES (based on
those covered in the course) that guide your decision-making
REFLECTION ON HOW APPROACHES TO TRUTH, GOODNESS, AND BEAUTY
CONTRIBUTE TO A FULLY-FLOURISHING LIFE
6 PARAGRAPHS (4 – 5 sentences each)
Writing advice for Part 1
Your paragraph needs to be concise and straight to the point.
So, in each sentence, aim to answer one or more of these questions about your
chosen example of decision-making:
• Where and when did this take place?
• Who were the main and other characters involved?
• What was the situation?
• What choice did the main character have?
• What did the main character do?
• What happened as a result?
• Why did you choose the text and example?
EXAMPLE PARAGRAPH
I have chosen a climactic scene of moral decision-making in “The Return of the King”
(Jackson, 2003). Frodo has finally reached the cracks of doom, where he has gone to
destroy the ring. This would be a sacrifice, since the ring would give him great power,
although he knows it is evil and corrupting. However, instead of casting the ring into the
fire, he succumbs to temptation and puts it on. At this moment, Gollum, a previous ring-
bearer, appears and bites off Frodo’s finger, regaining the ring. Gollum then slips and is
destroyed along with the ring. (95 words)
Writing advice for Part 2
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In the first paragraph of part 2, write five or six sentences
explaining why the character has made the decision.
In your explanation, refer to (and cite) concepts related to
human freedom which have been covered in CORE1000.
EXAMPLE PARAGRAPH
Frodo’s apparent betrayal has shocked many readers and viewers. However,
Tolkien felt Frodo deserves our sympathy, even admiration, since he “spent
every drop of his power of will and body, and that was just sufficient to bring
him to the destined point, and no further” (Tolkien et al., 2013, p. 277). Like
Adam (Genesis 3: 1-24), Frodo is ultimately overwhelmed by the temptation
of apparently limitless power, becoming in the process morally incontinent
(Aristotle, 1908). As a result, in Jung’s (1960) terms, he risks shifting from
possessing power, to being possessed by it. Although Frodo exercises free
will in putting on the ring, he gives away freedom, because his choice is to be
enslaved by evil, rather than strive towards good (Adămuţ, 2016). For
Catholics, critical reflection on scenes like these reminds us of the limits of
our own capacity for good “without the help of grace” (Pius XII, 1950, s. 27).
Concepts from the CORE1000 course
EXAMPLE PARAGRAPH
Frodo’s apparent betrayal has shocked many readers and
viewers. However, Tolkien felt Frodo deserves our
sympathy, even admiration, since he “spent every drop of
his power of will and body, and that was just sufficient to
bring him to the destined point, and no further” (Tolkien et
al., 2013, p. 277). Like Adam (Genesis 3: 1-24), Frodo is
ultimately overwhelmed by the temptation of apparently
limitless power, becoming in the process morally
incontinent (Aristotle, 1908). As a result, in Jung’s (1960)
terms, he risks shifting from possessing power, to being
possessed by it. Although Frodo exercises free will in
putting on the ring, he gives away freedom, because his
choice is to be enslaved by evil, rather than strive towards
good (Adămuţ, 2016). For Catholics, critical reflection on
scenes like these reminds us of the limits of our own
capacity for good “without the help of grace” (Pius XII,
1950, s. 27). (147 words)
In the other two paragraphs of Part 2, explain the
character’s world-view, referring to philosophical and
theological concepts covered in CORE1000.
EXAMPLE PARAGRAPH
One reason why Frodo is particularly vulnerable at this moment is because he is
alone. During his earlier trials, Frodo was able to exercise the cardinal virtue of
fortitude (Pieper, 2003), but only within the supportive fellowship of his companions.
This shows the importance of relationality as part of his world-view. Relationality is
our sense of common humanity as creatures “made of the same earth” and in
God’s image (Benedict XVI, 1995, p. 47). Within the fellowship, Frodo’s actions are
motivated by agape – his love and respect for his companions ("Agape," 2006) –
and intentio benevolentiae (Von Hildebrand & Von Hildebrand, 2002) through which
he and his companions sacrifice their own comforts for the common good.
Achieving the common good involves striving to create sustainable conditions for
human flourishing (Paul VI, 1965) (in Frodo’s case, by eliminating the existential
threat of the ring). (142 words)
Concepts from the CORE1000 course
EXAMPLE PARAGRAPH
One reason why Frodo is particularly vulnerable at this moment is
because he is alone. During his earlier trials, Frodo was able to
exercise the cardinal virtue of fortitude (Pieper, 2003), but only
within the supportive fellowship of his companions. This shows the
importance of relationality as part of his world-view. Relationality is
our sense of common humanity as creatures “made of the same
earth” and in God’s image (Benedict XVI, 1995, p. 47). Within the
fellowship, Frodo’s actions are motivated by agape – his love and
respect for his companions ("Agape," 2006) – and intentio
benevolentiae (Von Hildebrand & Von Hildebrand, 2002) through
which they sacrifice their own comforts for the common good.
Achieving the common good means creating sustainable conditions
for human flourishing (Paul VI, 1965) (in Frodo’s case, by
eliminating the existential threat of the ring). (137 words)
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For a complete video on how to write CORE1000
assessment 3, go to the blackboard site.
To record your attendance and to give some brief feedback,
use this QR code:
7. Where can you access support for
your academic writing and study
skills?
https://learnit.nd.edu.au
Access Studiosity (through Blackboard) using UNDA log-in details.
Click on https://library.nd.edu.au/successnow/ecourse/writing to access 10
– 30 minute videos on academic writing.
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For example in ‘Getting under the word limit’, you’ll learn how to recognise
and deal with three major barriers to concise writing.
This is just one of the resources available by clicking on the ‘Learning’ tab
on the UNDA library website.
To register for online workshops, go to
library.nd.edu.au and click here.
And click here to book a one-to-one session on campus or
on Zoom about your study skills or academic writing.
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